Virginia Commonwealth University Autism Center for Excellence (VCU-ACE)

Autism Spectrum Disorders for Paraprofessionals

Module 1

Slide 1: Characteristics of Autism Spectrum Disorders

Dawn Hendricks, Ph.D.

Director of Training

Slide 2: Introduction

  • In this presentation, we will focus on the following:

What are the three core characteristics of ASD?

What are the communication characteristics in a student with ASD?

What are the social skills characteristics in a student with ASD?

What are the restricted, repetitive and stereotyped patterns of behavior in a student with ASD?

What are the secondary characteristics of ASD?

How does ASD affect learning?

For a student to be identified with an autism spectrum disorder, they will have certain characteristics. The characteristics of all individuals who have an autism spectrum disorder are impairments in communication,impairments insocialskills, andthe presence ofrestricted and repetitive behaviors. While every person will have these characteristics, how they look will vary from student to student. That is why we call it autism spectrum!

In addition to these three primary characteristics, the person with autism will likely have other traits too. We call thesesecondary characteristics. We call them secondary characteristics, because they are not part of the formal definition of autism, but they are common in people who have this disability. In this presentation we will focus on the following. What are the three core characteristics of autism spectrum disorder?What are the communication characteristics of autism spectrum disorder?What are the social skills characteristics of autism spectrum disorder?What are the restricted, repetitive and stereotyped patterns of behavior associated with autism spectrum disorder?What are the secondary characteristics of autism spectrum disorder?How does autism spectrum disorder affect learning?

Slide3:What is communication?

  • We begin communicating with the world around us from the time that we are born.
  • Even though most of us can talk, we still use all those other ways to communicate.
  • As our communication advances, we use it for different reasons.

We will use communication to get something we want.

We will use communication to ask questions or get information that we want to know.

We will use communication to tell someone we don’t want something.

We will use communication to get help.

We will use communication to have a conversation with a person.

Let’s begin our discussion with communication. We begin communicating with the world around us from the time that we are born. As babies we use gestures, facial expressions, sounds, and even crying to get our message across to others. We may smileat our mommy to let her know we like the tickles. We may say “Da” to get daddy to pick us up. We may cry to tell our mommy we want something to eat. As we get older our communication becomes more advanced. As we grow, it typically develops into talking. Over time our talking becomes more and more advanced. We start by saying a single word. We move to saying two words at a time. Eventually we are saying short phrases such as “want juice, please” or long sentences such as “Mom took Timmy to the grocery store to pick up dinner.”

With our communication, even though most of us can talk, we still use other ways to communicate. We still use gestures. For example, I might point to a colorful bird I see in a tree. We still use facial expressions. I might scowl when my two year old throws his cereal on the floor. We still use sounds. When someone scares me, I might yell, “Ah!” We may still even cry, or do other things to show we are upset. As our communication advances, we use it for different reasons.

We will use communication to get something we want. We will use communication to ask questions or get information that we want to know. We will use communication to tell someone we don’t want something. We will use communication to get help.We will use communication to have a conversation with a person. There are a lot of reasons why we communicate!

Slide4: What is expressive and receptive communication?

  • When we use communication to relay a message to someone else, we call this expressive communication.
  • Receptive communication is understanding a message someone else is trying to get across.
  • In order for us to effectively communicate, we must have both expressive and receptive skills.

When we use communication to relay a message to someone else, we call this expressive communication. Tapping a person on the shoulder,because you want their attention, asking “what time is it,”or telling a friend what you did over the weekend are all examples of expressive communication.

There is another part of communication. It is called receptive communication. Receptive communication is understanding a message someone else is trying to get across. Receptive communication involves understanding vocabulary. For example, knowing what the word “airplane” means, knowing what the word “fly” means, or knowing what the word “red” means. Receptive communication helps us follow directions. For example, I understand what to do when I hear, “clap your hands”. Receptive communication helps us to understand what other people say to us or the questions they ask. In order for us to effectively communicate, we must have both expressive and receptive communication skills.

Slide5: What are the communication characteristics in a student with ASD?

  • Students with ASD will have challenges in the area of communication.
  • Communication is impacted a lot.
  • Communication is impacted a little.

Students with ASD will have challenges in the area of communication. They will have challenges in the areas of both expressive and receptive communication. Again remember, it is a spectrum so how the person communicates will look very different from student to student. Some will be impacted a lot while others will be impacted much less.

Slide6: What are the expressive communication characteristics in a student with ASD?

  • For those students with ASD who are impacted a lot, their communication is very limited.

May not talk at all.

May use few words.

May use short phrases or sentences.

Often do not use gestures and facial expressions.

  • These students will benefit from using an augmentative and alternative communication (AAC) device.

Let’s first look at expressive communication. For those students with ASD who are impacted a lot, their communication is very limited. Many of these students may not talk at all. Some of the students who do talk may only use one or two words, while others may use phrases or short sentences. These students often do not use gestures and facial expressions to communicate like you and I would do. On the other hand, some students may be really good at using gestures or other ways to communicate since they can’t talk. For example, Janie pulls her mother to the pantry anytime she is hungry. Ty cries when he wants something to eat or drink.

These students are often very limited in not only how they communicate but also in what they can communicate. Do you remember how we talked earlier about all the different reasons why we communicate? Imagine for a moment you could only request two or three different items. What if you couldn’t ask for whipped cream on your Cappuccino? What if you couldn’t ask a question? What if you couldn’t tell your best friend about the new car you just bought? For these students learning to communicate is a priority!

We will work on teaching these students with limited communication abilities to talk, however, these students will benefit from using an augmentative and alternative communication (AAC) device. An AAC device is something that helps the person to communicate. It is an “alternative” to talking or may “augment” talking. For example, Ty uses an AAC system to request cookie, chips, ball, bathroom and outside. There are many different types of AAC systems. These include the Picture Exchange Communication System, sign language, or using some type of voice output communication aid (VOCA). A VOCA is a device that talks for the person. We will talk more about these ACC devices later in the course.

Slide7: What are the expressive communication characteristics in a student with ASD who has more abilities?

  • For those who are more in the middle of the spectrum we may see students who can speak in sentences and can talk about a variety of topics

For those who are more in the middle of the spectrum,we may see students who can speak in sentences and can talk about a variety of topics. They are better at using gestures and facial expressions too. Now, many of you may be thinking of a student who can talk really well and has a lot of language. These students are often considered to have Asperger’s syndrome. The student may have a big vocabulary. Perhaps he can talk at great length about a specific topic. You may have first thought; this student can talk so he must not have autism. For this student, even though he or she can talk extensively, there are still deficits in communication.

For example, he may only talk about one topic.This may be a topic that is very near and dear to him! I know a person who loves buses and can discuss in detail the bus routes, stations, and stops in his home city. However, he has a tremendous difficulty talking about baseball or football or other things more appropriate for a nine year old boy! This student with more communication abilities will have difficulty with conversations and understanding how to take turns in conversations. When Trevon talks to a peer he talks on and on without stopping for a breath. He never lets his classmate talk! Additionally, this student may not know how close to stand to a person or to make eye contact when talking. Trevon also stands very close to the classmate and looks at the floor while he is having a conversation.

Slide8: Video (I write books)

  • The student has set up a presentation of planets on his bed.
  • Notice his voice and how formal it is.
  • Notice how passionate he is about the planets.
  • He does not listen well or take turns without prompting.

In this video, you will see an elementary aged student with Asperger's Syndrome. He is at home. Notice he has set up a presentation of the planets on his bed and is providing a lecture about the planets. I am sure that you can agree; this is not typical for a child his age! As you watch the video, notice the sound of his voice and how formal it is. Also notice how passionate he is about the planets! His mother attempts to talk to him, but he does not listen well and does not take turns without some prompting.

Slide9: Planets Video

Child says: Planets and you get this yellow thing.

Mom says: Let’s see it, can you show me all the planets?

Child says: Which sun? Okay, where’s my Saturn? It’s on this planet so it’s on the rings on Saturn.

OK. Maybe the other planets are like the sun. Mercury is close to the sun so it’s very

hot.

Mom says: Can I ask a question?

Child says: And then the planet Neptune is far from the sun. So, it’s a very…….

Mom says: Cold

Child says: Cold.The planet Neptune is very cold! The planet Neptune is very cold

Mom says: Can I ask a question? Is the sun a planet?

Child says:The sun is a star.

Child says:Mercury is small but Jupiter is really really really…..

Mom says: Big!

Child says: That’s right, Jupiter is the biggest planet. So, Saturn’s really have the rings…

Mom says: Big rings!

Child says: You're right, it has the big rings and Mercury is close to the sun so it’s very hot. In the

Earth, okay is where you live. Earth has oceans and mountains and lots of…..

Mom says: People?

Child says: No!

Mom says: Oh! Oceans? Oh wait! You said that.Trees?

Child says: Yes!

Child says:Earth is the perfect place for me. Plus the planet Mercury is close to the sun so it’s very

hot, but the planet Neptune is far from the sun so it’s very…..

Mom says: Cold!

Child says: Brr! The planet is very cold. Thank you for telling me about the planets mom!

Mom says: [mom laughs] No thank you CJ, you’re the one who told me about the planets! Can you say bye?

Child says: Bye!

Slide 10: What are the receptive communication characteristics in a student with ASD?

  • Students who are more impacted may understand very little.
  • Limited knowledge of vocabulary
  • Difficulty following directions
  • For students who are more able, they will probably understand vocabulary and common directions.
  • They may have trouble understanding things that are not familiar.
  • These students will have difficulty understanding communication that is not concrete.

We talked about how the expressive communication may look for a student. Now, let’s talk about the receptive communication. Students who are more impacted may understand very little. They may not have knowledge of common vocabulary. For example, they may not know what a shoe, a bed or a car is. They will have difficulty following directions including simple one-step directions such as “get your lunch” or “go to the bathroom”.

For students who are more able, they will probably understand vocabulary and common directions. However, may have trouble understanding things that are not familiar. For example, Trevon’s teacher told him to, “Go to Mr. Allen’s room and get a stapler.” While Trevon looked at the teacher and smiled as he left the room, he didn’t understand this new direction and returned without a stapler. Additionally, these students will have difficulty understanding communication that is not concrete. This includes understanding figurative language, jokes, sarcasm, or teasing. Trevon was once told, “It’s raining cats and dogs!” He went to the window and looked for the animals. He was disappointed when he didn’t see any!

Slide 11: Think about it!

It is time for your first “Think about it!” activity. When you do a “Think about it!” activity at any point during the course, you will briefly pause the presentation briefly and answer the questions outlined. Some of the “Think about it!” activities may require you to read a short case study or to view a video while others will simply ask a question. The “Think about it!” activities are designed to help you use the content you learn through the course. Be sure to do each one!

I would like for you toview the two videos. As you view them, pay attention tothe communication abilities and characteristics.

Slide 12: Video 1

Comment: In this video, an elementary age boy with autism is sitting at a table with another student. Initially, the student has his head on the table, but within a couple seconds raises his head and looks at the other student. The teacher is not visible in the video, but she is in the background.

Student says: "It's ok. It’s ok. It's ok. It’s ok. It's ok. It’s ok"

[He then makes a coughing sound.]"Heh heh heh heh hehheh"

Teacher says: Teacher says his name very softly and tells him to be quiet.

She says, "Who brushes their teeth once a day?"

Slide 13: Video 2

Dawn: Hey you know I just saw a movie the other day?

Student: Really? What’s it called?

Dawn: Well I saw it on TV: I didn’t go to the theatre. Do you ever watch movies on TV?

Student: Yes.

Dawn: I saw a movie called “Million Dollar Baby”

Student: Oh? [Student is talking but the words are not understandable.]

Dawn: Have you seen it?

Student: No, I don’t like that one!

Dawn: You know, I did go to the movie theatre and saw a movie.

Student: Really? That’s great.

Slide 14: Think About it!

  • What expressive communication characteristics did you observe?
  • What receptive communication characteristics did you observe?
  • How were these students similar?
  • How were these students different?

Now that you have viewed the videos, think about the following questions. Video 1,what expressive communication characteristics did you observe? What receptive communication characteristics did you observe? Video 2,what expressive communication characteristics did you observe? What receptive communication characteristics did you observe? How were these students similar? How were they different? Pause the presentation briefly and answer each of these questions.

Slide 15: Think about it!

In the first video:

  • Student repeats ok over and over again.
  • The student is upset and needs comfort or reassurance.
  • He has limited words to express it or calm himself down.
  • He demonstrates some limited receptive communication ability.

In the second video:

  • Student has good expressive and receptive communication.
  • He has a communication exchange.
  • He uses gestures and makes facial expressions.

In the first video, you can see evidence of limited expressive language as the student repeats, "I'm OK" over and over again. Clearly the student is upset and needs some sort of comforting or reassurance. However, he has limited words to be able to express it and be able to calm himself down. As far as receptive language, if you listen closely, you can hear the instructor say his name and tell him to be quiet. At which time, he looks in her direction and stops speaking. This demonstrates some receptive communication abilities as he was able to follow this simple direction. However, I think it is clear from this video that this is a student that has limited expressive and receptive language abilities.